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100   $a20020614d2003      uy         0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 10$aAfter-education $eAnna Freud, Melanie Klein, and psychoanalytic histories of learning /$fDeborah P. Britzman
205   $a1st ed.
210   $aAlbany $cState University of New York Press$dc2003
215   $a1 online resource (223 p.) 
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a0-7914-5673-0 
320   $aIncludes bibliographical references (p. 197-208) and index.
327   $tFront Matter -- $tContents -- $tAcknowledgments -- $tDifficult Education -- $tThe Freud-Klein Controversies as a Problem of Education -- $tWhy Return to Anna Freud? -- $t?Thoughts Awaiting Thinkers?: Group Psychology and Educational Life -- $tTheory Kindergarten -- $tLoneliness in Education: Toward a Compassionate Inquiry -- $tNotes -- $tBibliography -- $tIndex
330   $aIn After-Education Deborah P. Britzman raises the startling question, What is education that it should give us such trouble? She explores a series of historic and contemporary psychoanalytic arguments over the nature of reality and fantasy for thinking through the force and history of education. Drawing from the theories of Anna Freud and Melanie Klein, she analyzes experiences of difficult knowledge, pedagogy, group psychology, theory, and questions of loneliness in learning education. Throughout the book, education appears and is transformed in its various guises: as a nervous condition, as social relation, as authority, as psychological knowledge, as quality of psychical reality, as fact of natality, as the thing between teachers and students, as an institution, and as a play between reality and fantasy.
606   $aPsychoanalysis and education
606   $aLearning, Psychology of
615  0$aPsychoanalysis and education.
615  0$aLearning, Psychology of.
676   $a370/.15
686   $aCX 3000$qSEPA$2rvk
700   $aBritzman$b Deborah P.$f1952-$0897899
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801  1$bMiAaPQ
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906   $aBOOK
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997   $aUNINA